Handling complexity in learning environments : theory and research / edited by Jan Elen, Richard E. Clark.

"Published in association with the European Association for Learning and Instruction."

"This edited book is a tribute to Joost Lowyck on the occasion of his retirement as professor of educational technology at the Katholieke Universiteit Leuven, Belgium"--Introduction.

Includes bibliographical references and indexes.

Print version record.

Cover -- Handling Complexity in Learning Environments: Theory and Research -- Contents -- List of Figures -- List of Tables -- Contributors -- Preface -- Introduction -- Setting the Scene: Complexity and Learning Environments -- Complexity -- Complexity and Learning Environments -- Structure of the Book -- References -- How the Human Cognitive System Deals with Complexity -- Introduction -- Defining and Measuring Complexity within a Cognitive Load Theory Framework -- How Human Cognitive Architecture Evolved to Handle Complexity -- Instructional Implications -- Conclusions -- References -- Motivational Challenges Experienced in Highly Complex Learning Environments -- Introduction -- Task Complexity and Motivation -- Conclusion -- References -- Mental Models and Complex Problem Solving: Instructional Effects -- Introduction -- Information Processing and Mental Models -- Problem-Solving in Complex Systems -- Model-Oriented Learning and Instruction -- Lessons Learned from Research -- References -- The Social Complexity in Establishing and Sharing Information Resources -- Introduction -- Three Examples of Collaboratively Establishing and Sharing Information Resources -- Theoretical Framework -- An Experimental Approach for Investigating the Establishment of a Shared Information Pool -- Experimental Results Revealing the Interplay of the Effects of Benefits, Costs and Metaknowledge -- Discussion -- References -- The Culture of the Mathematics Classroom: A Complex Determinant of Students' Learning -- Changing Theoretical Perspectives on Mathematics Education -- Mathematics as a Cultural Activity -- The Mathematics Classroom -- The Explanatory Power of the Culture of the Mathematics Classroom -- Conclusion and Discussion -- References -- Scaffolds for Scientific Discovery Learning -- Introduction -- Inquiry Processes -- Cognitive Scaffolds for Orientation, Hypothesis Generation, and Conclusion -- Cognitive Scaffolds for Experimentation -- Cognitive Scaffolds for Regulation of the Inquiry Process -- Cognitive Scaffolds for Evaluation -- Discussion -- References -- Coping with Complexity in Multimedia Learning -- Introduction -- Managing Essential Processing by Managing Complexity -- Reducing Extraneous Processing by Reducing Complexity -- Signaling -- Summary -- References -- Collaboration Load -- Introduction -- Cognitive Load and Learning -- What Constitutes Collaboration Load? -- Do Computerized Environments Influence Collaboration Load? -- How Can CSCL Designers Tune Collaboration Load? -- Conclusion: Group Cognitive Load -- Acknowledgements -- References -- Balancing Support for Student Learning -- Introduction -- A Model of Balancing Support to Student Learning -- The Case of New Learning: Secondary School Reforms in the Netherlands -- Discussion and Conclusions -- References -- The Use of Instructional Interventions: Lean Learning Environments as a Solution for a Design Problem -- Introduction -- Conceptual Clarifications -- Different Positions -- The Lack of Adequate Use of Instructional Interventions: When Is it a Problem, Who Is to Blame, and What Can Be Done? -- Design Implications -- Instructional Motivation and Knowledgeability -- Suggested Solutions -- Discussion and Conclusions -- References -- Performance Assessment and Learni.

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